Passing the Baton: Mentoring for Adoption of Active-Learning Pedagogies by Research-Active Junior Faculty

Autor/inn/en	Grimes, Catherine Leimkuhler; White, Harold B., III
Titel	Passing the Baton: Mentoring for Adoption of Active-Learning Pedagogies by Research-Active Junior Faculty
Quelle	In: Biochemistry and Molecular Biology Education, 43 (2015) 5, S.345-357 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8175
DOI	10.1002/bmb.20885
Schlagwörter	Action Research; Case Studies; Biochemistry; Science Instruction; College Faculty; Teacher Responsibility; Problem Based Learning; Beginning Teachers; Apprenticeships; Modeling (Psychology); Coaching (Performance); Mentors; Teaching Methods; College Science + Suchen Sie Ihr Suchwort? Projektforschung; Case study; Fallstudie; Case Study; Biochemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fakultät; Lehrverpflichtung; Problem-based learning; Problemorientiertes Lernen; Junior teacher; Junglehrer; Apprenticeship; Lehre; Modeling; Modelling; Modellierung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	There are barriers to adoption of research-based teaching methods. Professional development workshops may inform faculty of these methods, but effective adoption often does not follow. In addition, newly-minted research-active faculty are often overwhelmed by the many new responsibilities (grant writing, group management, laboratory setup, teaching) that accompany the position and normally do not have the time to consider novel teaching approaches. This case study documents how over a three-year period, the responsibility for teaching a nontraditional "Introduction to Biochemistry" course in a problem-based learning format was successfully transferred from a senior faculty member nearing retirement (HBW) to a newly-hired research-active assistant professor (CLG). We describe our apprenticeship project involving modeling, scaffolding, fading, and coaching. We suggest that involving faculty in active-learning pedagogy early in their career with mentoring by senior faculty overcomes barriers to adopting these methods. This case describes a specific example from which potentially useful elements can be adopted and adapted wherever biochemistry is taught. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01